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Grade 8 Music

By Margaret Stevens,2014-05-07 19:18
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Grade 8 Music

    Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

    WCBPA-Washington Classroom-Based

    Performance Assessment

    A Component of the Washington State Assessment System

    The Arts

    Grade 8 Music

    Bubble Gum Jingle

    Revised 2008

    Student Name

    Student Score (Circle number)

    Creating

    4 3 2 1 0

    Performing

    4 3 2 1 0

    Responding

    4 3 2 1 0

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Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

    Directions for Administering the

    Washington Classroom-Based Performance Assessment (CBPA)

    Grade 8 Music

    Bubble Gum Jingle (Revised)

Introduction

    This document contains information essential to the administration of the Washington Classroom-Based

    Performance Assessment (WCBPA) Arts Performance Assessment of Music, Grade 8, Bubble Gum

    Jingle.

    1. Prior to administration, all students should have received instruction in the skills

    and concepts being assessed.

    2. Please read all information carefully before administering the performance

    assessment.

    3. This CBPA may be used as an integral part of instruction, and/or formative

    assessment, summative assessment, culminating project, alternative education

    packets of instruction, lesson plans, substitute plans, pre- and post- assessment,

    accumulating student learning data, individual student portfolio item, use of data

    teaming and individual /district professional development, professional learning

    communities, and in whatever capacity the teacher finds useful to improve arts and

    all instruction and student learning.

Test Administration Expectations

    ? The skills assessed by this item should be authentically incorporated into classroom

    instruction.

    ? This assessment item is to be administered in a safe, appropriately supervised classroom

    environment following district policy and procedures.

    ? All industry and district safety policies and standards should be followed in the preparation

    and administration of the CBPAs in dance, music, theatre, and visual arts.

    ? Accommodations based upon student IEP or 504 Plan determine the administration of this

    assessment, such as teacher scribing student responses.

    ? Culture, diversity, and religious mores/rules may require additional assessment

    administration modifications.

Description of the Performance Assessment

    Students taking this performance assessment will respond to a performance task and a series of

    short-answer questions.

    • Performance tasks ask the students to individually create and perform a solo performance

    based on the criteria outlined in the task.

    • Response sheets are provided for the creation and notation of the jingle. All written work

    must be completed on these student response sheets.

    • Short-answer questions ask the students to supply a response that may be written or verbal.

    All verbal responses must be recorded to facilitate scoring and to document each student’s

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Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

    performance.

    • It is recommended that performances and verbal responses be recorded to facilitate scoring

    and to document each student’s creative work (video recording is preferred).

Materials and Resources

    Students will need the following materials and resources to complete this performance

    assessment:

    • classroom set of reproduced tasks, including the glossary of terms, • classroom set of reproduced student response sheets,

    • pencils and erasers,

    • variety of piano/keyboard, band, orchestra, and barred instruments, • private rehearsal space(s), (recommended)

    • private performance space, (recommended) and

    • video recorder and tape (recommended).

Teacher Assistance with CBPAs

    ? Authorized school personnel, school authorized volunteers; paraprofessional staff, etc.

    were used in state pilots with great success.

Teacher Preparation Guidelines

    • This assessment is a solo/individual performance.

    • Reproduce a classroom set of student task directions, glossary of terms, and student response

    sheets found in the Student Task Booklet.

    Allow the students to choose the appropriate key signature for his/her voice or instrument.

    Teacher assistance may be needed depending upon student abilities.

    • Students may perform using their voice or any instrument of their choice. The musical

    composition must be able to be played by this instrument or sung.

    • Provide a variety of piano/keyboard, band, orchestra, and barred instruments. • As an option to a written response, video or audio recording may be used at the teacher’s

    discretion. Students being recorded need to be coached to face the recording device when

    responding. Students must have a copy of the response sheet when being recorded.

    • Students may dictate response sheet answers for the teachers to scribe. • The teacher’s role is to read questions. Students may use resources that are visible in the

    testing classroom, but the teacher may not prompt or coach students during the assessment.

    • Students must complete the response sheet after their performance.

Recommendation for Time Management

    Teachers may administer the task in the way that is most practical for their classrooms and the

    allotted time periods. The following four-day model is an example of how to administer the

    task. This task should be administered in 3 to 4 days. The time frame is based on a 4560

    minute class session for specialist and classroom teachers. Each individual instructor should tailor the administration of the task to his/her available class time and schedule.

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Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

    Day One Estimated Time:

    15 minutes: The teacher provides the class with the task and reads it aloud. The

    students may ask questions. The teacher answers any questions asked and distributes

    student response sheets.

    25 minutes: The students begin creating the jingle and notating it on staff paper.

    5 minutes: The teacher collects all materials.

    Day Two Estimated Time:

    5 minutes: The teacher distributes the responses to the students.

    20 minutes: The students complete their jingles.

    15 minutes: The students rehearse their jingles.

    5 minutes: The teacher collects all student responses.

    Day Three Estimated Time:

    5 minutes: The teacher distributes the responses to the students.

    15 minutes: The students rehearse their jingles.

    25 minutes: The teacher may visually record each student’s performance. Students

    have 20 minutes to complete the response sheet after their performance.

    Day Four Estimated Time:

    5 minutes: The teacher distributes the responses to the students.

    25 minutes: The teacher may visually record the remaining student performances.

    Those students have 25 minutes to complete the response sheet after performing.

    15 minutes: The teacher may visually/audio record the students who respond verbally.

Test Administration

    Students may have as much time as they need to complete the task. All students who remain

    productively engaged in the task should be allowed to finish their work. In some cases, a few

    students may require considerably more time to complete the task than most students; therefore,

    you may wish to move these students to a new location to finish. In other cases, the teacher’s knowledge of some students’ work habits or special needs may suggest that students who work

    very slowly should be tested separately or grouped with similar students for the test.

Provide the class with the reproduced student tasks prior to beginning the task. The students will

    receive the task that follows. Instruct the students to look at the task. Have the students read the

    directions to themselves as you read them aloud. Answer any questions the students may have

    before you instruct them to begin.

    Say: Today you will take the Grade 8 Washington Classroom-Based

    Performance Assessment (WCBPA) Arts Performance Assessment of Music

    entitled “Bubble Gum Jingle.”

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Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

    Bubble Gum Jingle

    A new brand of bubble gum on the market will help prevent cavities. The bubble

    gum company is sponsoring a radio show in which students will perform a short

    jingle about the new gum. Your class has been selected to perform on the radio

    show. The radio station manager would like each member of your class to write

    and perform one jingle.

    The radio station manager requires that you create and perform a jingle in AB

    form that demonstrates an understanding of how tempo, rhythm, dynamics, and

    timbre relate to the new bubble gum. The radio station manager will give you

    time to practice before performing the selection. Then you will need to describe

    your jingle to the radio station manager.

The radio station manager explains that you must meet the following task requirements when

    creating your jingle:

    • Select a name for the new bubble gum. • Compose an original jingle that has only A and B sections or AB form. The A section must

    be either 4 or 8 measures long. The B section must be a rhythmically contrasting section

    and either 4 or 8 measures long.

    • Notate your jingle on staff paper so that it is readable and performable by you and others. • Choose the appropriate clef (treble clef, bass clef, alto clef) for your voice or instrument.

    • Use standard notation for the instrument of your choice.

    • Choose a key signature.

    • Choose a time signature.

    • Use the correct number of beats in each measure. • Demonstrate correct bar line placement.

    • Create a composition consisting of at least 8 measures.

    • Use each of the following musical elements in your jingle:

    tempo

    • rhythm

    • dynamics

    • Correctly label each section of your jingle using the letters A and B.

The radio station manager explains that you must meet the following task requirements when

    performing your jingle:

    • Use your voice or instrument of choice. • Demonstrate appropriate performance skills:

    introduce yourself while looking at the audience,

    introduce the name of your bubble gum.

    perform without noticeable interruption.

    perform and express the composition as notated using tempo, rhythm, and dynamics.

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    Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

    use proper posture.

    • Demonstrate appropriate techniques with your voice or instrument of your choice. • Have clear phrasing throughout the performance.

    • Maintain focus on your performance.

    Acknowledge the audience at the end of the performance.

The radio station manager explains that you must meet the following task requirements when

    responding about your performance:

• Identify how you used each of the musical elements in your musical composition and in your

    performance.

    • Describe how those elements portray the characteristics of the new brand of gum. • Use music vocabulary correctly.

You will create your jingle and notate it on staff paper and practice before performing for your

    teacher. Your performance may be visually recorded. After your performance, you will have an

    additional time to respond about your jingle.

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    Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖ Use the staff paper below to compose your draft jingle. Your jingle “A” section should be 4

    or 8 measures and the “B” section should be 4 or 8 measures.

Copy your draft jingle to the manuscript paper on the next page. This will be your final 7 copy.

Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

Final Copy Jingle Title____________________________________________________________________

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    Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖ 2) Use the chart below when responding about your jingle.

    Describe how the musical Identify and describe the use of the three elements within your elements portray the

    musical composition/performance: characteristics of the new

    brand of gum:

     Tempo:

     Rhythm:

     Dynamics:

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    Last updated-1-15-09-Draft-uto Grade 8 ―Bubble Gum Jingle‖

    Washington Classroom-Based Performance Assessment (CBPA)

    Bubble Gum Jingle Grade 8

    Music Glossary

bar linea vertical line on the staff separating one measure from the next

beatthe steady pulse in music

clef

    alto clefused to notate the middle voices (i.e. viola). The symbol contains an arrow

    indicating the third line of the staff is middle C

    bass clef (F clef)used to notate the lowest sounding notes; the two dots surrounding the

    fourth line indicate that a note written on that line is F

    treble clef (G clef)used to notate the highest sounding notes; the curl of the clef

    surrounding the second line indicates that a note written on that line is G

dynamicsthe loudness and quietness of sound

    pianissimo (pp)very quiet

    piano (p)quiet

    mezzo-piano (mp)medium quiet

    mezzo-forte (mf)medium loud

    forte (f)loud

    fortissimo (ff)very loud

expressionthe use of the elements of music (such as tempo, dynamics, etc.) that create a mood

    or feeling

jinglea musical advertisement

key signaturethe sharps or flats (or lack of) appearing on the left side of each staff to show the

    scale in which the music is written

measurethe space between bar lines

music elementsthe basic components that make up a musical work: beat/rhythm, expression

    (dynamics, style, tempo, phrasing), form, harmony, melody, notation, pitch, texture, timbre/tone

    color

notationa writing system of symbols to indicate pitch, duration, and expression

    phrase/phrasing a natural division of the melodic line, comparable to a sentence of speech

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